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Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers
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The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers
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The Unity of Cognition and Emotion in Preschool Teachers' Understandings of Language Learning and Language Use
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Multilinguisme en situation d'enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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In: EISSN: 2570-2432 ; Language Education and Multilingualism – The Langscape Journal ; https://hal.archives-ouvertes.fr/hal-02491234 ; Language Education and Multilingualism – The Langscape Journal, The Langscape Network c/o Humboldt-Universität zu Berlin, 2019, 2, pp.53-69. ⟨10.18452/20621⟩ (2019)
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| 5 |
Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible ...
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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| 7 |
Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency
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In: Graduate Masters Theses (2019)
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| 8 |
Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction
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In: World Languages and Cultures Publications (2018)
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| 9 |
Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices
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| 10 |
Diffusion of the CEFR among Vietnamese teachers: a mixed methods investigation
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Abstract:
The study was conducted in Vietnam, a developing Asian country where the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has been designated as the official standard of its foreign language education sector. Despite the CEFR's authoritative role, there has been a serious lack of research about this framework and how it is diffused among classroom teachers, the group of stakeholders that plays a decisive role in its successful implementation. In an attempt to bridge this gap, the current study aims to cast light on Vietnamese teachers' perceptions and use of the CEFR as well as on their related needs, based on the diffusion of innovations model (Rogers, 2003), and its reinterpretation in Van den Branden (2009). Via the convergent parallel design, a type of mixed methods research which involves triangulating qualitative and quantitative data (Creswell, 2012), the study has found that Vietnamese teachers were generally positive about its impact, but adopted it at significantly different levels in their practice. Moreover, they demonstrated a serious need for learning further about the framework. In light of these findings, the study recommends that a formal peer support network for teachers should be established and that the current assessment practice should be reformed in line with the CEFR to ensure the ultimate successful adoption of this innovative framework.
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Keyword:
1203 Language and Linguistics; 3304 Education; 3310 Linguistics and Language; Common European Framework of Reference (CEFR); Diffusion of innovations; Mixed methods research; Teacher cognition; Triangulation
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URL: https://espace.library.uq.edu.au/view/UQ:d65990c
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| 11 |
Do all students understand the same message? High school teachers' use of non-literal expressions
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| 12 |
Investigating vocabulary in academic spoken English: Corpora, teachers, and learners
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| 13 |
Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles
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In: Australian Journal of Teacher Education (2016)
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| 14 |
The Impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector
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| 15 |
A Mixed Methods Investigation of ESOL Teacher Advocacy: It's Not Going in and Just Teaching English ...
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| 16 |
Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience
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In: Applied Linguistics and English as a Second Language Dissertations (2014)
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| 17 |
La enseñanza bilingüe a partir de las representaciones del profesorado : un estudio integrado
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| 18 |
Teachers’ Reported Beliefs about the role of Grammar, and their Observed Pedagogical Practices of Foreign Languages Teaching in England
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Liviero, Sara. - : University of Exeter, 2014. : College of Social Sciences and International Studies, Graduate School of Education, 2014
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| 19 |
De l’influence de l’expérience sur l’agir enseignant
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In: ISSN: 0339-7513 ; Éducation permanente ; https://hal.archives-ouvertes.fr/hal-01934015 ; Éducation permanente, Arcueil : Éducation permanente, 2013, 196, pp.129-138 (2013)
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| 20 |
An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class
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In: Applied Linguistics and English as a Second Language Dissertations (2013)
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